Running Away Behavior in Autism (Eloping)
Running away behavior in autism, also known as eloping in Applied Behavior Analysis (ABA) terms, is a common challenge faced by children with ASD. This behavior involves the tendency of a child to leave an area without adult permission, wandering away from caregivers or safe environments without regard for their own safety. In this article, we will explore the main characteristics of running away behavior in children with ASD, the reasons behind its occurrence, and provide possible strategies for managing this behavior.
Characteristics of Running Away Behavior in Autism
Running away behavior can vary from one child to another, and the specific manifestation may differ based on individual characteristics. However, a general definition includes a child walking next to a parent and suddenly moving away from them in an unknown direction, often at a fast pace.
Reasons for Running Away Behavior in Autism
There are several reasons why a child with ASD may engage in running away behavior. Understanding these underlying factors is essential for effectively managing running away behavior in autism. Here are some of the main reasons:
- Sensory overload: Children with ASD often experience sensory sensitivities or overstimulation, leading to anxiety and a desire to escape overwhelming environments. They may run away to find a calmer and more predictable setting.
- Communication challenges: ASD can affect a child’s ability to communicate effectively, resulting in frustration and difficulty expressing their needs or desires. Running away may be a way for them to seek attention or communicate their distress.
- Fixations or special interests: Some children with ASD may have intense fixations or special interests. If they become fixated on a particular object or topic and are driven by a strong desire to explore or interact with it, they may run away to pursue their interest.
- Desire for independence: Like any child, those with ASD may have a natural inclination for independence and autonomy. Running away can be an expression of their desire to explore their surroundings or exert their independence, even if they do not fully comprehend the potential consequences.
- Anxiety or fear: Children with ASD may experience high levels of anxiety or fear related to specific situations or triggers. Running away could be a coping mechanism to escape perceived threats or overwhelming situations.
Strategies for Managing Running Away Behavior in Autism
To effectively manage running away behavior in autism, it is crucial to understand the specific triggers, needs, and challenges of the child. Here are some general strategies that can be employed:
- Teach functional communication: Teach the child an alternative, appropriate way to communicate their needs or desires. For example, using a picture exchange system or a communication device to request a break or express discomfort instead of engaging in escape behaviors.
- Differentially reinforce alternative behavior (DRA): Reinforce behavior that is incompatible with escape behavior while withholding reinforcement for escape behaviors. For instance, when the child asks for a break using their communication system, provide a brief break or engage in a preferred activity. However, if they engage in escape behavior without using the appropriate communication, do not provide the break.
- Response cost: Temporarily remove a specific reinforcer or privilege following escape behavior. For example, if the child engages in escape behavior during a task or instruction, temporarily remove access to a preferred item or activity that they enjoy.
- Block and redirect: When the child tries to use escape behavior by throwing items or bolting, block the behavior and redirect them back to the task. This is called follow-through. For example, if the child starts engaging in escape behaviors by running from the room when asked to clean up the toys, you can run after the child, guide them back to the room, repeat the demand, and provide hand-over-hand assistance or gestures to insist on completing the task.
- Task modification: Break tasks into smaller, more manageable steps. This allows the child to access reinforcement more often and reduces the likelihood of them trying to escape from the task. Use visual supports such as schedules, checklists, or timers to provide a clear understanding of expectations and help the child anticipate breaks or preferred activities after completing a task.
- Choice-making opportunities: Offer the child choices within structured activities to provide a sense of control. For example, allow them to choose between two preferred activities or decide on the order of tasks they need to complete.
- Use visual supports: Visual supports, such as schedules, timers, and “first-then” boards, can aid in providing clear instructions and visual cues for the child. These supports help illustrate the sequence of activities, expected behaviors, and the duration of tasks.
- Extinction and alternative behavior: Completely ignore and refrain from providing any reinforcement for escape behavior, ensuring consistency. For example, if the child tries to escape from a task or instruction, continue providing the task or instruction without giving in to their escape attempts. Occasionally repeat the demand while blocking bolting behavior, ignoring protesting behaviors, and redirecting to an alternative behavior that is creative and fun, leading to the completion of the task in an enjoyable way. For instance, you can ask the child to help you “park the cars in the garage,” using cars as a metaphor for shoes and the garage as a representation of shoe drawers.
Conclusion
Running away behavior in autism, or eloping, is a significant challenge for children with ASD. It can stem from various factors such as sensory overload, communication challenges, fixations, desire for independence, anxiety, or fear. Understanding the specific triggers and needs of each child is essential in addressing and managing this behavior. By implementing strategies like teaching functional communication, differentially reinforcing alternative behavior, response cost, blocking and redirecting, task modification, choice-making opportunities, using visual supports, and employing extinction and alternative behavior techniques, caregivers and professionals can effectively manage running away behavior in autism. It is important to tailor these strategies to the individual child’s needs and seek guidance from qualified professionals when necessary.
Also read: Self Injurious Behavior in Autism
About Olga Sirbu
My name is Olga Sirbu, I am a Board Certified Behavior Analyst (BCBA) and Licensed Applied Behavioral Analyst. My goal is to support and empower families and individuals on the autism spectrum.
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